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Map to understanding: exploring and discerning meaning of teacher evaluation beliefs from practice

Qiaoyan He (UGent) , Martin Valcke (UGent) , Antonia Aelterman (UGent) and Chang Zhu
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Abstract
Evaluation beliefs is a powerful philosophy for teachers to translate their experiential worlds of the classroom into a unique view of what constitutes good teaching and learning. This paper examines a distinctive approach to qualitative research that was employed in a recent study to draw a map to understanding the impact of the teacher evaluation beliefs at a Chinese rural primary school. Observing an English teacher`s teaching and learning in the classroom, it is analyzed and delineated an outline of teacher`s evaluation beliefs by following the key questions as “who to evaluate students”, “when to evaluate students”, “how to evaluate students”, “why to evaluate students”, “what to be teacher education beliefs”. The categories for teacher evaluation beliefs are described with Chinese teachers allocated to the category most typical of their beliefs of evaluation. As we analyze the special case and pose future research topic, we propose that particular attention should be paid to research on interview and inquiry survey among pre-service teachers and in-service teachers, and to modes of inquiry-based instrument on teacher evaluation beliefs that are designed on the basis of surveys above.
Keywords
who to evaluate, teacher evaluation beliefs, when to evaluate, evaluation structure, how to evaluate, teacher beliefs, onion model

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MLA
He, Qiaoyan, Martin Valcke, Antonia Aelterman, et al. “Map to Understanding: Exploring and Discerning Meaning of Teacher Evaluation Beliefs from Practice.” 5th European Practice-Based and Practitioner Research Conference, Abstracts. 2010. 91–93. Print.
APA
He, Qiaoyan, Valcke, M., Aelterman, A., & Zhu, C. (2010). Map to understanding: exploring and discerning meaning of teacher evaluation beliefs from practice. 5th European Practice-Based and Practitioner Research Conference, Abstracts (pp. 91–93). Presented at the 5th European Practice-Based and Practitioner Research Conference (EAPRIL - 2010).
Chicago author-date
He, Qiaoyan, Martin Valcke, Antonia Aelterman, and Chang Zhu. 2010. “Map to Understanding: Exploring and Discerning Meaning of Teacher Evaluation Beliefs from Practice.” In 5th European Practice-Based and Practitioner Research Conference, Abstracts, 91–93.
Chicago author-date (all authors)
He, Qiaoyan, Martin Valcke, Antonia Aelterman, and Chang Zhu. 2010. “Map to Understanding: Exploring and Discerning Meaning of Teacher Evaluation Beliefs from Practice.” In 5th European Practice-Based and Practitioner Research Conference, Abstracts, 91–93.
Vancouver
1.
He Q, Valcke M, Aelterman A, Zhu C. Map to understanding: exploring and discerning meaning of teacher evaluation beliefs from practice. 5th European Practice-Based and Practitioner Research Conference, Abstracts. 2010. p. 91–3.
IEEE
[1]
Q. He, M. Valcke, A. Aelterman, and C. Zhu, “Map to understanding: exploring and discerning meaning of teacher evaluation beliefs from practice,” in 5th European Practice-Based and Practitioner Research Conference, Abstracts, Lisbon, Portugal, 2010, pp. 91–93.
@inproceedings{3100509,
  abstract     = {Evaluation beliefs is a powerful philosophy for teachers to translate their experiential worlds of the classroom into a unique view of what constitutes good teaching and learning. This paper examines a distinctive approach to qualitative research that was employed in a recent study to draw a map to understanding the impact of the teacher evaluation beliefs at a Chinese rural primary school. Observing an English teacher`s teaching and learning in the classroom,  it is analyzed and delineated an outline of teacher`s  evaluation beliefs by following the key questions as “who to evaluate students”, “when to evaluate students”, “how to evaluate students”, “why to evaluate students”, “what to be teacher education beliefs”. The categories for teacher evaluation beliefs are described with Chinese teachers allocated to the category most typical of their beliefs of evaluation. As we analyze the special case and pose future research topic, we propose that particular attention should be paid to research on interview and inquiry survey among pre-service teachers and in-service teachers, and to modes of inquiry-based instrument on teacher evaluation beliefs that are designed on the basis of surveys above.},
  author       = {He, Qiaoyan and Valcke, Martin and Aelterman, Antonia and Zhu, Chang},
  booktitle    = {5th European Practice-Based and Practitioner Research Conference, Abstracts},
  keywords     = {who to evaluate,teacher evaluation beliefs,when to evaluate,evaluation structure,how to evaluate,teacher beliefs,onion model},
  language     = {eng},
  location     = {Lisbon, Portugal},
  pages        = {91--93},
  title        = {Map to understanding: exploring and discerning meaning of teacher evaluation beliefs from practice},
  year         = {2010},
}